December 2016/January 2017 Teacher's Guide for

The Flint Water Crisis: What’s Really Going On?

Table of Contents
About the Guide ............................................................................................................ 2
Student Questions ........................................................................................................ 3
Answers to Student Questions .................................................................................... 5
Anticipation Guide ........................................................................................................ 6
Reading Strategies ........................................................................................................ 7
Connections to Chemistry Concepts ........................................................................ 10
Possible Student Misconceptions ............................................................................. 10
Anticipating Student Questions ................................................................................. 11
Activities ...................................................................................................................... 12
References ................................................................................................................... 14
Web Sites for Additional Information ........................................................................ 15

| Dec. 2016/Jan. 2017 www.acs.org/chemmatters

About the Guide

Teacher’s Guide team leader William Bleam and editors Pamela Diaz, Regis Goode, Diane
Krone, Steve Long and Barbara Sitzman created the Teacher’s Guide article material.
E-mail: bbleam@verizon.net

Susan Cooper prepared the anticipation and reading guides.

Patrice Pages, ChemMatters editor, coordinated production and prepared the Microsoft Word
and PDF versions of the Teacher’s Guide.
E-mail: chemmatters@acs.org

Articles from past issues of ChemMatters and related Teacher’s Guides can be accessed from a
DVD that is available from the American Chemical Society for $42. The DVD contains the entire
30-year publication of ChemMatters issues, from February 1983 to April 2013, along with all the
related Teacher’s Guides since they were first created with the February 1990 issue of
ChemMatters.

The DVD also includes Article, Title, and Keyword Indexes that cover all issues from February
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The ChemMatters DVD can be purchased by calling 1-800-227-5558. Purchase information can
also be found online at http://tinyurl.com/o37s9x2.

| Dec. 2016/Jan. 2017 2 ©2016 American Chemical Society

Student Questions
The Flint Water Crisis: What’s Really Going On?

1. Why was the Sewage Department of the Karegnondi Water Authority not ready to deliver
water to Flint?

2. List the two (2) problems that were noticed almost immediately after the Flint River became
the water source.

3. How is a trihalomethane molecule different from a methane molecule?

4. How do trihalomethanes get into drinking water?

5. Why did the Romans use lead for water pipes?

6. List the three metals mentioned in the article that are used to make water pipes.

| Dec. 2016/Jan. 2017 3 ©2016 American Chemical Society

7. What happens when lead metal is oxidized?

8. What is one method used to prevent lead pipes from leaching lead ions into the drinking
water?

9. Explain chemically what happens to the lead(II) carbonate (PbCO3) protective layer when
the pH is too low.

10. What was the reason given for the Flint River water having a high chloride ion (Cl–)
concentration?

11. How can iron (Fe) affect the chlorine (Cl2) concentration, and why is that a problem?

12. Name four other cities that have recently reported high levels of lead in their drinking water.

| Dec. 2016/Jan. 2017 4 ©2016 American Chemical Society

Answers to Student Questions
(taken from the article)
The Flint Water Crisis: What’s Really Going On?

1. Why was the Sewage Department of the Karegnondi Water Authority not ready to deliver
water to Flint?
The Karegnondi Water Authority could not supply water to Flint because they were in the
process of building a new pipeline to bring water from Lake Huron.
2. List the two (2) problems that were noticed almost immediately after the Flint River
became the water source.
The two problems noticed almost immediately were:
a. foul smell,
b. discolored water,
3. How is a trihalomethane molecule different from a methane molecule?
In a trihalomethane molecule, three of the hydrogen atoms are replaced with halogen atoms
(group 17).
4. How do trihalomethanes get into drinking water?
Trihalomethanes are produced when chlorine, which is used to disinfect drinking water, reacts
with organic material such as algae, leaves and weeds.
5. Why did the Romans use lead for water pipes?
The Romans used lead because it was durable and malleable.
6. List the three metals mentioned in the article that are used to make water pipes.
The metals that have been used for water pipes are lead, copper, and iron.
7. What happens when lead metal is oxidized?
When lead metal is oxidized, it loses electrons and forms lead(II) ions (Pb2+), which dissolve in
the water. The equation for this reaction is Pb  Pb2+ + 2e –
8. What is one method used to prevent lead pipes from leaching lead ions into the drinking
water?
One method to prevent lead pipes from leaching ions is to add phosphate (PO43–) ions to the
water. They react with the lead, forming solid lead(II) phosphate, Pb3(PO4)2, which forms a crust
on the pipes and acts as a protective coating.
9. Explain chemically what happens to the lead(II) carbonate (PbCO3) protective layer when
the pH is too low.
The lead(II) carbonate layer decreases. Lead(II) carbonate dissolves to a very small extent.
When the pH is low the excess hydrogen ions react with the carbonate ions and produce carbon
dioxide and water. Removing carbonate ions causes more lead(II) carbonate to dissolve and the
layer rapidly decreases.
PbCO3 (s) ⇌ Pb2+ (aq) + CO32– (aq)
CO3 2–(aq) + H+ (aq)  H2O (l) + CO2 (g)
10. What was the reason given for the Flint River water having a high chloride ion (Cl–)
concentration?
The chloride ions in Flint River water come from the road salt used to de-ice the slippery roads.
They enter the river as run-off from the roads.
11. How can iron (Fe) affect the chlorine (Cl2) concentration, and why is that a problem?
Iron can reduce chlorine to chloride ions. This decreases the amount of chlorine dissolved in the
water. Chlorine is added to water sources to eliminate pathogens in the water. Without the
chlorine, the water-borne pathogens can survive and cause diseases.
12. Name four other cities that have recently reported high levels of lead in their drinking
water.
Cities that have recently had high levels of lead include: Washington D.C.; Durham, N.C.;
Greenville, N.C.; and Jacksonville, Miss.

| Dec. 2016/Jan. 2017 5 ©2016 American Chemical Society

Anticipation Guide
Anticipation guides help engage students by activating prior knowledge and stimulating student
interest before reading. If class time permits, discuss students’ responses to each statement
before reading each article. As they read, students should look for evidence supporting or
refuting their initial responses.

Directions: Before reading, in the first column, write “A” or “D,” indicating your agreement or
disagreement with each statement. As you read, compare your opinions with information from
the article. In the space under each statement, cite information from the article that supports or
refutes your original ideas.

Me Text Statement
1. The problem with water in Flint was first noticed by residents in the 1990s.

2. Prior to the public announcement of a problem with the water in Flint,

General Motors stopped using the water in its Flint car plant because of fear
of corrosion.

3. Trihalomethanes contain carbon and halogens.

4. Lead has been used in plumbing since Roman times because it is durable
and malleable.

5. Prior to 2014, lead (II) phosphate formed a protective layer in the pipes in
Flint.

6. The lead level in tap water is measured in ppm (parts per million).

7. The Flint water plants try to keep the pH of the water around 7.

8. Phosphate ions added to water combine with lead to form a protective

coating inside water pipes.

9. Chloride ions eliminate waterborne pathogens similar to elemental chlorine.

10. More than 30 years ago, the use of lead water pipes in new construction was
banned by the U. S Congress.

| Dec. 2016/Jan. 2017 6 ©2016 American Chemical Society

Reading Strategies
These graphic organizers are provided to help students locate and analyze information from the
articles. Student understanding will be enhanced when they explore and evaluate the
information themselves, with input from the teacher if students are struggling. Encourage
students to use their own words and avoid copying entire sentences from the articles. The use
of bullets helps them do this. If you use these reading and writing strategies to evaluate student
performance, you may want to develop a grading rubric such as the one below.

Score Description Evidence

Complete; details provided; demonstrates deep
4 Excellent
understanding.
Complete; few details provided; demonstrates
3 Good
some understanding.
Incomplete; few details provided; some
2 Fair
misconceptions evident.
Very incomplete; no details provided; many
1 Poor
misconceptions evident.
Not So incomplete that no judgment can be made
0
acceptable about student understanding

Teaching Strategies:

1. Links to Common Core Standards for Reading:

 ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support analysis of
science and technical texts, attending to the precise details of explanations or
descriptions.
 ELA-Literacy.RST.9-10.5: Analyze the structure of the relationships among concepts
in a text, including relationships among key terms (e.g., force, friction, reaction force,
energy).
 ELA-Literacy.RST.11-12.1: Cite specific textual evidence to support analysis of
science and technical texts, attending to important distinctions the author makes and
to any gaps or inconsistencies in the account.
 ELA-Literacy.RST.11-12.4: Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 11-12 texts and topics.

2. Links to Common Core Standards for Writing:

 ELA-Literacy.WHST.9-10.2F: Provide a concluding statement or section that follows
from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
 ELA-Literacy.WHST.11-12.1E: Provide a concluding statement or section that
follows from or supports the argument presented.

3. Vocabulary and concepts that are reinforced in this issue:

 Chemical reactions
 Redox reactions

| Dec. 2016/Jan. 2017 7 ©2016 American Chemical Society

  Solubility
 Equilibrium
 Le Chatelier’s Principle
 Vitrification
 Hydrogen bonding
 Molecular structures
 Personal and community health
 Rare-earth metals
 Endothermic and exothermic reactions
 Conservation of energy

4. Some of the articles in this issue provide opportunities for students to consider how
understanding chemistry can help them make informed choices as citizens and
consumers.

5. Engagement suggestions:

 Prior to giving students the article “The Flint Water Crisis: What’s Really Going On?”
use a Think-Pair-Share to find out what students already know about the Flint water
crisis. During reading, students will reflect on what they thought and how the
evidence from the article supports their original ideas (or not).
 Avoid telling students the title of the article, “No Smartphones, No TV, No
Computers: Life without Rare-Earth Metals.” Instead, ask them where in their
everyday lives they would find rare-earth metals and why they are used. After a short
class discussion, give them the article to read.

6. To help students engage with the text, ask students which article engaged them most
and why, or what questions they still have about the articles. The Background
Information in the ChemMatters Teacher’s Guide has suggestions for further research
and activities.

| Dec. 2016/Jan. 2017 8 ©2016 American Chemical Society

Directions: As you read, complete the graphic organizer below to describe the chemistry
involved in causing and correcting the Flint water crisis.

Causes of the Flint water crisis

How did it get in the water? Why is it a concern?

Trihalomethanes

Lead

Correcting the problems

What can (or should) be done? What are some drawbacks to the
possible solution(s)?

Preventing lead
contamination

High levels of
chloride ions

Effect of pH

Chlorine treatment

Summary: On the bottom or back of this paper, write a tweet (140 characters or less)
describing how to protect your town from lead contamination in the drinking water.

| Dec. 2016/Jan. 2017 9 ©2016 American Chemical Society

Connections to Chemistry Concepts
(for correlation to course curriculum)
1. Organic Chemistry—Structures of THMs provided in the Dingle article would serve as an
excellent extension to the discussion of organic molecules and the reactions they undergo.
Students could be asked to compare the structure of methane to a trihalomethane.
2. Concentration—When teaching concentration units, this article could be used to introduce
the concept of parts per million and explain it is a common concentration unit used when
measuring trace quantities. It could be compared to percent by mass concentrations.
3. Oxidation-reduction reaction—When teaching oxidation-reduction reactions, this would
serve as a prime example of how the process is a part of our everyday life. Students could
be asked to describe the oxidation of the iron pipes using chemical equations.
4. Solubility rules and precipitation—Students should be able to predict that lead carbonate
and lead phosphate would be insoluble and form a precipitate by using their solubility rules.
5. pH—As a lesson in an acid-base unit, teachers could use the article to emphasize that a low
pH means that it is an acid and contains more hydrogen ions, which affects the corrosion of
the pipes.
6. Le Châtelier’s Principle—This is an excellent article to help students grasp the importance
of Le Châtelier’s principle as a real world example as they study equilibrium. Students could
be asked to describe the shift in the lead carbonate equilibrium as the pH changes. They
could also be asked to suggest factors that would shift the equilibrium so the lead carbonate
coating is preserved.

Possible Student Misconceptions

(to aid teacher in addressing misconceptions)
1. “Bottled water is pure water.” Bottled water is not pure water. Pure water would only
contain molecules of H2O. Pure water can be produced, but it is expensive to make and to
keep pure. As soon as the pure water comes in contact with air, it will dissolve oxygen and
nitrogen. Dissolved gases give a water a pleasing taste. Trace minerals found in water are
important for chemical reactions in our body. Other compounds are added to our water to
make is safer and healthier (e.g., chlorine is added to disinfect it and fluoride is added to
prevent tooth decay).
2. “Adding chlorine to drinking water is dangerous because it forms trihalomethanes.”
OK, this one isn’t really a misconception, because chlorine can react with organic material in
water to form trihalomethanes and it does pose some potential health hazards. However,
the greatest threat of danger in drinking water is the presences of harmful water-borne
pathogens. One of the best methods for destroying these bacteria is chlorination.
Chlorination not only destroys these disease causing agents, it travels with the water
through the pipes to our taps, killing bacteria all the way. Other disinfection methods, such
as the use of ozone or ultraviolet light, tend to work for only a short period of time while in
the water treatment plant.
3. “Bottled water is better than tap water.” Bottled water can be more convenient, and some
prefer its taste to tap water, but there is no reason to think that it is better for you. Tap water
is regulated by the Environmental Protection Agency (EPA) and is routinely tested.
Municipalities are required to report the results of these tests. Bottled water is regulated by
the Food and Drug Administration (FDA), but manufacturers are not required to report to the
consumers where the water comes from or how it is treated or what it might contain. Many

| Dec. 2016/Jan. 2017 10 ©2016 American Chemical Society

 brands of bottled water use municipal water (tap water). Some producers of bottled water
use springs as their water source which may contain impurities you may not want to
consume. Such an example is:
… Fiji Water, a popular and overpriced brand, even among already overpriced
bottled water. In 2007, they ran a series of magazine ads claiming, “The Label Says Fiji
Because It’s Not Bottled in Cleveland.” The city government of Cleveland was not
amused and hired specialists to run tests on the city’s water versus Fiji’s. The results
showed that Fiji water contains 6.3 micrograms of arsenic — which is poisonous to
humans — per liter. Cleveland’s city water supply is arsenic-free and infinitely cheaper.
(http://www.kstatecollegian.com/2012/09/20/3-myths-and-misconceptions-about-water-
debunked/)

Anticipating Student Questions

(answers to questions students might ask in class)
1. “How do I know if my tap water has lead in it?” According to the Center for Disease
Control and Prevention:
The only way to know whether your tap water contains lead is to have it tested.
You cannot see, taste, or smell lead in drinking water. Therefore, you must ask your
water provider whether your water has lead in it. For homes served by public water
systems, data on lead in tap water may be available on the Internet from your local water
authority. If your water provider does not post this information, you should call and find
out.
(https://www.cdc.gov/nceh/lead/tips/water.htm)
2. “Why is fluoride added to drinking water?” Fluoride is known to help prevent tooth decay
by strengthening the enamel. Since, in most areas of the country, fluoride is not a common
mineral in diets, it is added to water.
3. “What is hard water?” Hard water is defined as water containing large quantities of
calcium and magnesium ions. It is generally formed when water runs through limestone,
chalk or other mineral deposits containing calcium or magnesium. The water dissolves some
of these ions. Hard water interferes with the cleansing action of soap. It also tends to form
limescale (calcium or magnesium carbonates) in hot water heaters. Hard water is
inconvenient and can reduce the lifetime of equipment such as boilers and water heaters. It
does have some health benefits. Humans need calcium and magnesium in their diet, and
drinking hard water does contribute small amounts of these minerals to our dietary needs.
4. “How much water do humans need on a daily basis?” It is important to remember that
everybody’s needs are going to be a little different. Our daily water needs are obtained
predominantly by drinking but to a lesser extent by eating water containing food. It is
recommended that we consume between 1.5 and 2.0 liters of water per day. It is important
to note that anything containing water, such as tea and coffee, counts towards our daily
requirement. Our total daily need for water is 2.5 liters. Between drinking water containing
fluids and the water containing food this amount will be adequate for most people.

| Dec. 2016/Jan. 2017 11 ©2016 American Chemical Society

Activities
Labs and Demos

1. Wet lab to simulate the water purification process: This lab, “Water Filtration”, uses
“swamp” water (water with dirt or mud added) and goes through the basic process of
purification used in many municipal water treatment plants. It includes aeration, coagulation,
sedimentation and filtration in the purification process. This is a very simple lab to execute.
(https://www3.epa.gov/safewater/kids/pdfs/activity_grades_4-8_waterfiltration.pdf)
2. Wet lab, which is a little more involved, simulates the purification of waste water: The
“Foul Water Lab” is adapted from the textbook Chemistry in the Community. Three different
processes are used: oil/water separation, sand and gravel filtration and charcoal adsorption
and filtration. This procedure includes a nice follow-up that includes questions, calculations,
and data analysis. (http://ralston-
web.jeffco.k12.co.us/ralston/html/science/chemistry/Labs/Foul%20Water%20Lab.pdf)
The original version of this lab can be found in the Chemistry in the Community textbook,
published by the American Chemical Society. Chemistry in the Community 6th edition, W. H.
Freeman and Company/BFW: New York, 2011; pp 479–482.
3. Water contamination demonstration: This demonstration takes about 10 minutes. In a
simple manner, it simulates how easily water becomes contaminated and relates it to
drinking water standards. It includes suggestions for a follow-up discussion.
(http://serc.carleton.edu/introgeo/demonstrations/examples/watercontamination.html)
4. Series of demonstrations and wet labs that explores equilibrium and Le Châtelier’s
Principle: “All Things Being Equal” provides objectives, and detailed instructions for the
teacher, as well as student procedure, preparation time, expected results, and questions
with suggested answers.
(https://www.nsta.org/highschool/connections/201210AllThingsBeingEqualTeachersGuide.p
df)

Simulations

1. Water sources and its purification: This simulation explains where most municipalities get
drinking water. It then goes through the typical process of water purification. It does provide
an interactive quiz at the end and a comparison of bottled water to tap water.
(http://techalive.mtu.edu/meec/module03/index.htm)
2. Lead entering drinking water: “Flint’s Water Crisis Explained in 3 GIFs”, produced by
Time, illustrates graphically the difference between the Detroit water and the Flint River
water. (http://time.com/4191864/flint-water-crisis-lead-contaminated-michigan/)
3. The actual chemistry of lead entering the water system: “Corrosive Chemistry: How
Lead Ended Up in Flint's Drinking Water” is a one minute simulation produced by Scientific
American. (https://www.scientificamerican.com/video/corrosive-chemistry-how-lead-ended-
up-in-flint-s-drinking-water1/)
4. pH: This PHET simulation, “pH Scale”, tests the pH of various common materials. It
provides molecular views of the relative numbers of hydroxide ions and hydronium ions in
solution. It also looks at the effect of dilution on pH.
(https://phet.colorado.edu/en/simulation/ph-scale)

Media

| Dec. 2016/Jan. 2017 12 ©2016 American Chemical Society

1. The water purification process: “Water and You: The Water Treatment Process” (4:19) is
a clever video showing and explaining the water treatment process.
(https://www.youtube.com/watch?v=KMP9-49I1U4)
2. Flint water crisis: The CNN news report “Here’s How Flint’s River Crisis Happened” (4:28)
explains the events that lead to the crisis in Flint.
(http://www.cnn.com/videos/us/2016/01/21/flint-michigan-water-crisis-ganim-dnt-ac.cnn)
3. The explanation of flocculation: This Massachusetts Institute of Technology video,
“Flocculation” (5:34), provides an excellent explanation of flocculation. It includes both
demonstrations of flocculation of actual water samples as well as explaining the process
with molecular view drawings. (https://www.youtube.com/watch?v=5uuQ77vAV_U)
4. Chemical and physical properties of lead: This video (8:08) from Periodic Videos by the
University of Nottingham not only gives the properties of lead but also provides a wide range
of interesting facts about lead. It includes information about lead used by the Romans as
well as being used as lead pipes. (http://www.periodicvideos.com/videos/082.htm)
5. Lead poisoning: The How Stuff Works video “Lead—A Sweet Tasting Poison” (1:32)
provides a short but informative description of the effects of lead poisoning.
(https://www.youtube.com/watch?v=EGac6S0NLXk)
6. Oxidation-reduction reactions: There are two videos on redox reactions; one is useful for
an introductory lesson while the other is very detailed and better for advanced students.
a. “Redox Reactions: Crash Course Chemistry #10” (11:12) is a video that would be good
as an introductory lesson. It is fast moving and involves humor, while providing accurate
information. (https://www.youtube.com/watch?v=lQ6FBA1HM3s)
b. “Oxidation and Reduction” (11:03) is the first in a series on redox reactions produced by
the Kahn Academy. This video provides a sophisticated explanation of the
oxidation/reduction process. It is done using symbols and drawings to explain the
exchange of electrons. This video and the rest in the series can be found at
https://www.khanacademy.org/science/chemistry/oxidation-reduction/redox-oxidation-
reduction/v/introduction-to-oxidation-and-reduction.
7. Le Châtelier’s Principle: Both videos below explain equilibrium and Le Châtelier”s
Principle. One is short and is good as an introduction to the concepts. The other video is
detailed and the first in a series on equilibrium.
a. “Le Châtelier’s Principle” (7:00) is a video good as an introduction. It provides an
excellent explanation using pictures of equilibrium systems, symbols and molecular
models. At the end of the video, a real life application of the principle is provided.
(https://www.youtube.com/watch?v=PciV_Wuh9V8)
b. “Le Châtelier’s Principle” (14:42) by the Kahn Academy is a detailed video that gives an
in-depth explanation of the principle. It presents the explanation in terms of symbols and
molecular models. It is the first in a series on factors that affect equilibrium.
(https://www.khanacademy.org/science/chemistry/chemical-equilibrium/factors-that-
affect-chemical-equilibrium/v/le-chatelier-s-principle)

Lessons and Lesson Plans

1. A series of lessons on drinking water: This site, created by the EPA, includes activities
on water pollution, building models of aquifers, and the availability of ground water. It also
has suggestions for games dealing with drinking water.
(https://www3.epa.gov/safewater/kids/teachers_9-12.html)
2. Water—at elementary, middle and high school levels: These lesson are aligned with
national standards and produced by Open Square Foundation. They include individual

| Dec. 2016/Jan. 2017 13 ©2016 American Chemical Society

 lesson plans, as well as a unit plan that includes cross-curriculum suggestions for the study
of water and the global water crisis. (http://water.org/news/lesson-plans/ )
3. Oxidation-reduction reactions: At this site, a lesson plan for the teaching of redox
reactions is provided. It includes a PowerPoint and activity sheets that can be downloaded.
It states the objectives, prior knowledge necessary, and guiding questions. It also provides
suggestions for methods for teaching this lesson.
(http://www.cpalms.org/Public/PreviewResourceLesson/Preview/156068)

Projects and Extension Activities

1. A debate or town meeting dealing with a water crisis: The EPA has a design for a town
meeting that looks at an industry coming to town that could potentially threaten the water
supply. The description for this debate can be found at
https://www3.epa.gov/safewater/kids/pdfs/activity_grades_9-12_proposedtankfarm.pdf.
2. Student research project on waterborne diseases: Students could research various
waterborne diseases such as cholera, typhoid, dysentery, amoebiasis, shigellosis, giardia,
and legionnaire’s disease. They could research the cause, how it affects the body, the
seriousness, how it is transmitted, and the cure.
3. Students write a position paper: Students could research the pros and cons of bottled
water vs tap water. From their research they would write a positon paper explaining why one
is better than the other, citing facts to support their position.
4. Students could debate chlorination: Students could research the pros and cons of using
chlorine or chlorine-containing products for disinfecting drinking water. A class debate or
risk-benefit analysis could then be held to argue each point.

The references below can be found on the

ChemMatters 30-year DVD, which includes all articles
published from the magazine’s inception in October 1983
through April 2013; all available Teacher’s Guides,
beginning February 1990; and 12 ChemMatters videos.
The DVD is available from the American Chemical Society
for $42 (or $135 for a site/school license) at this site:
http://ww.acs.org/chemmatters. Click on the “Teacher’s
Guide” tab to the left, directly under the “ChemMatters
Online" logo and, on the new page, click on “Get the past
30 Years of ChemMatters on DVD!” (the icon on the right
of the screen). 30 Years of ChemMatters !
Selected articles and the complete set of Available Now!
Teacher’s Guides for all issues from the past three
years are available free online at the same Web site,
above. Click on the “Issues” tab just below the logo,
“ChemMatters Online”.

References
(non-Web-based information sources)

| Dec. 2016/Jan. 2017 14 ©2016 American Chemical Society

 This article discusses lead poisoning, as well as some of the uses of lead. (Gough, M.
Lead Poisoning. ChemMatters, 1983, 1 (4), pp 4–7)

An excellent explanation of Le Châtelier’s Principle can be found in this classic article:

Davenport, D. When Push Comes to Shove: Disturbing the Equilibrium. ChemMatters, 1985, 3
(1), pp 14–15.

Michael McClure writes an article about the mysterious death of several cows, which
were poisoned by lead. In the article he explains the process for analyzing lead. (McClure, M.
Mystery Matters: The Cattle Killer. ChemMatters, 1986, 4 (3), pp. 13–15)

An older article on wastewater treatment can be found in the issue given below. It
does have some interesting graphics. (Garber, C. Wastewater. ChemMatters, 1992, 10 (2),
pp 12–15)

The lead poisoning of Beethoven is described in this article: Withgott, J. Mystery

Matters: Lead—Beethoven’s Heavy Metal Ailment. ChemMatters, 2001, 19 (3), pp14–15.

Information about lead, its history, uses, and health effects are described here:
Brownlee, C. Bling Zinger: The Lead Content of Jewelry. ChemMatters, 2006, 24 (2), pp 11–14.

The Teacher’s Guide for April 2006 article above provides additional information on lead
poisoning and its symptoms.

This article describe the process used to treat waste water. (Haines, G. Is this Water
Recycled Waste? ChemMatters, 2011, 29 (1), pp 8–10)

The Teacher’s Guide for the February 2011 article above contains additional information
on water purification, filtration and EPA water standards.

Web Sites for Additional Information

(Web-based information sources)
The Center for Disease Control and Prevention provides basic information about
municipal water treatment. It includes a clear graphic of the process. In addition, it does
describe what types of treatments that can be done in the house.
(http://www.cdc.gov/healthywater/drinking/public/water_treatment.html)

This site provides a more detailed description of municipal water treatment.

(http://www.lenntech.com/applications/drinking/purification/drinking-water-preparation.htm)

The USGS describes the various processes that are used in wastewater treatment in a
short, concise manner. (http://water.usgs.gov/edu/wwvisit.html)

A more detailed discussion of wastewater treatment can be found at

http://www.science.uwaterloo.ca/~cchieh/cact/applychem/watertreatment.html.

At this EPA educational site the history of water treatment is described in a one-page
fact sheet. (https://nepis.epa.gov/Exe/tiff2png.cgi/P1002SMN.PNG?-r+105+-

| Dec. 2016/Jan. 2017 15 ©2016 American Chemical Society

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Flint River and the water crisis

This article by the Flint Water Study explains some of the problems with the Flint River
water: http://flintwaterstudy.org/tag/drinking-water/.

This C&EN article, “How Lead Ended up in Flint’s Tap Water”, describes the Flint River
crisis. This is the article that was cited in the ChemMatters article.
(http://cen.acs.org/articles/94/i7/Lead-Ended-Flints-Tap-Water.html)

This New York Times article describes the investigation by Marc Edwards to determine
the problems with the Flint water. (http://www.nytimes.com/2016/08/21/magazine/flints-water-
crisis-and-the-troublemaker-scientist.html?_r=1)

A timeline of the events that occurred in the Flint water crisis can be found here:
http://www.msnbc.com/msnbc/flint-water-crisis-timeline.

Another article that is well written discusses the pollution in the Flint River. It can be
found at this site: http://www.theverge.com/2016/2/26/11117022/flint-michigan-water-crisis-lead-
pollution-history.

An infographic about the Flint River crisis was created by Compound Interest and can be
found at http://www.compoundchem.com/2016/01/25/flint-water/.

Lead

Interesting facts about lead and its uses can be found at this site:
http://www.livescience.com/39304-facts-about-lead.html.

Some basic physical and chemical properties of lead can be found at

http://www.chemicool.com/elements/lead.html.

Information about lead can be found in this article. It includes information about its
history, properties, occurrences, extraction, and health effects.
(http://www.chemistryexplained.com/elements/L-P/Lead.html)

The occurrence and the effects of lead in drinking water are described in this article:
http://www.water-research.net/index.php/lead.

Trihalomethanes

A short basic article that explains what trihalomethanes are, how they are formed, and
their health effects can be found at
http://www.nesc.wvu.edu/ndwc/articles/qanda/otsp99_q_a.pdf.

This article gives more details about the health effects of trihalomethanes:
http://des.nh.gov/organization/commissioner/pip/factsheets/ard/documents/ard-ehp-13.pdf.

| Dec. 2016/Jan. 2017 16 ©2016 American Chemical Society

 At this site trihalomethanes are described and discussed in relationship to the Flint water
crisis: http://www.waterandhealth.org/tthm-drinking-water-flint-michigan-story-lesson/.

This blog describes disinfection byproducts found in drinking water. It includes

information on their history, toxicity, and how they are regulated.
(https://www.hydroviv.com/blogs/water-smarts/disinfection-byproducts-in-drinking-water-toxicity-
history-and-policy)

Oxidation, reduction and corrosion

Concise definitions of oxidation, reduction, oxidation numbers and redox reactions are
given at this site. (http://www.chemteam.info/Redox/Meaning-of-Redox.html)

This site describes redox reactions. It provides instructions and examples for balancing
redox reactions. It also has a quiz the students could use to test themselves.
(http://chp090.chemistry.wustl.edu/~coursedev/Online%20tutorials/Redox.htm)

This site gives rules for assigning oxidation numbers and provides examples for
assigning oxidation numbers to compounds. It also gives examples for recognizing redox
reactions.
(http://chem.libretexts.org/Core/Analytical_Chemistry/Electrochemistry/Redox_Chemistry/Oxidat
ion-Reduction_Reactions)

At this site, the corrosion of drinking water pipes is described. It includes information on
the health effects of the corrosion and the factors that contribute to the corrosion.
(http://soiltesting.tamu.edu/publications/E-616.pdf)

This Center for Disease Control and Prevention article describes the causes of water
pipe corrosion. (http://www.cdc.gov/fluoridation/factsheets/engineering/corrosion.htm)

This article provides information about the causes for corrosion of the pipes in Flint,
Michigan. It describes the mistakes made in Flint, the science of the corrosion and the
economics of the situation. (http://theconversation.com/the-science-behind-the-flint-water-crisis-
corrosion-of-pipes-erosion-of-trust-53776)

pH

A concise explanation of pH, and acids and bases can be found at

http://www.sciencebuddies.org/science-fair-
projects/project_ideas/Chem_AcidsBasespHScale.shtml.

A more detailed discussion of pH can be found at this site. It also describes the values of
pH and provides examples of the pH of common materials. (http://hyperphysics.phy-
astr.gsu.edu/hbase/chemical/ph.html)

At this USGS site, pH is described in terms of water properties. It describes the

measurement of pH and the effect of pH on water quality. Included in the article is a map of the
pH of natural waters in the United States. (http://water.usgs.gov/edu/ph.html)

Le Châtelier’s Principle

| Dec. 2016/Jan. 2017 17 ©2016 American Chemical Society

 This article gives a clear definition of the Le Châtelier’s Principle and provides an
explanation of how concentration, pressure and temperature affect equilibrium. There is a short
quiz at the end to test understanding.
(http://www.chemguide.co.uk/physical/equilibria/lechatelier.html)

At this site, the effects of Le Châtelier’s Principle are described by using calculations.
There is an example problem for students to try at the end of the article.
(http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch16/lechat.html#top)

A detailed explanation of equilibrium and Le Châtelier’s Principle can be found at this

site. It includes clear examples and links to videos, additional information, and quizzes.
(http://www.chem1.com/acad/webtext/chemeq/Eq-02.html)

| Dec. 2016/Jan. 2017 18 ©2016 American Chemical Society